Unit 2 The World of Art Exploring the Topic Thinking Skills 教学设计 2025-2026学年仁爱科普版英语八年级上册

Unit 2 The World of Art-Exploring the Topic-Thinking Skills This part of Unit 2 focuses on exploring the world of art from different aspects. It first guides students to classify details of musical instruments, introducing four main families of musical instruments: string instruments, beat instruments, keyboard instruments, and wind instruments. Through examples like the violin, erhu, drums, piano, and trumpets, students can better understand the classification. Then, it delves into the functions of music, seeing music as a language that can communicate with our minds, a tool of feelings that can arouse various emotions in us, and a bridge that brings us into the world of art. Moreover, the reading strategies of drawing conclusions are taught. By studying the stories of famous artists such as Mei Lanfang and Qi Baishi, students learn how to combine what they read with their prior knowledge to draw inferences about what the author doesn't state directly. Additionally, there are activities related to a Chinese painting - Along the River During the Qingming Festival, allowing students to appreciate the value of artworks and practice using exclamatory sentences. 教学目标 Students will be able to master the key words and phrases related to musical instruments and art, such as "type", "musical", "instrument", "string", "beat", "keyboard", "violin", "belong to", "drum", "trumpet", "language", "allow", "communicate", "feeling", "relax", "opera", "strict", "painter", "popular", "tower", "dynasty", "amazing", "pull", "shout", "explore", "string instruments", "beat instruments", "keyboard instruments", "wind instruments", "allow sb. to do sth.", "communicate heart to heart", "daily life", "shout out", "draw a conclusion", etc. Students can understand the classification of musical instruments and the functions of music described in the text. Learn and apply the reading strategy of drawing conclusions. 教学重难点 A. Key Points Key vocabulary and phrases related to art. Classification of musical instruments and the functions of music. The reading strategy of drawing conclusions. B. Difficult Points Helping students master the reading strategy of drawing conclusions and apply it flexibly in different texts. Encouraging students to think critically and express their own understanding of art in English. A. Vocabulary Musical Instruments string instruments (e.g., violin, erhu) beat instruments (e.g., drums) keyboard instruments (e.g., piano) wind instruments (e.g., trumpet) type (n. type of sth.), musical (adj.), instrument (n.), string (n.), beat (n. & v.), keyboard (n.), violin (n.), belong (v. belong to), drum (n.), trumpet (n.) Art and Communication language (n.), allow (v. allow sb. to do sth.), communicate (v. communicate heart to heart), feeling (n.), relax (v.), opera (n.), strict (adj.), painter (n.), popular (adj.), tower (n.), dynasty (n.), amazing (adj.), pull (v.), shout (v.), explore (v.) B. Phrases belong to allow sb. to do sth. communicate heart to heart daily life shout out draw a conclusion C. Sentence Patterns According to the types of musical instruments, there are four families... Music is a language. It can speak to our minds. Music is a tool of feelings. It can relax us and make us feel... Music is a bridge. It brings us... After reading a text, you can combine what you read and what you know to draw a conclusion about... 教学过程 A. Lead - in (5 minutes) Greet the students and show some pictures of different art forms, such as music concerts, operas, paintings, and calligraphy works on the PPT. Ask students: "What art forms can you see in these pictures? Which one do you like best? Why?" Encourage several students to share their answers. B. Presentation of New Knowledge (15 minutes) Classification of Musical Instruments Show a picture of various musical instruments on the PPT. Introduce the four families of musical instruments: string instruments, beat instruments, keyboard instruments, and wind instruments. Explain the characteristics of each type briefly. Give examples of each type: "Look at this picture. The violin and erhu belong to the string instruments. They make sounds by vibrating the strings. And the drums are beat instruments. We hit the drums to make beats. The piano is a typical keyboard instrument, and the trumpets are wind instruments, which produce sounds when air is blown through them." Let students practice identifying different musical instruments by playing a short video clip with different instruments playing in turn. Pause the video at each instrument and ask students to say which family it belongs to. Functions of Music Present the text about the functions of music on the PPT. Read it aloud first, and then ask students to read it silently. Explain each function one by one: "Music is a language. It can speak to our minds and allow us to communicate heart to heart. For example, when we listen to a sad song, we can feel the emotions of the singer. Music is also a tool of feelings. It can relax us, like when we listen to some soft and slow music. And it can make us feel happy, afraid, or sad. Besides, music is a bridge. It brings us a world of art and brings us together to enjoy it. We can share our favorite music with friends and have a great time." Divide students into pairs. Let them discuss and share an example of how music has affected them in their lives according to the functions just learned. Ask several pairs to report their discussions to the class. C. Reading Strategy - Drawing Conclusions (15 minutes) Introduction to the Strategy Explain the reading strategy of drawing conclusions to students: "After reading a text, we can combine what we read and what we already know to draw a conclusion about what the author doesn't say directly. This helps us understand the text more deeply." Example of Mei Lanfang Show the text about Mei Lanfang on the PPT. Read it with students: "Mei Lanfang's eyesight was poor when he started to learn Peking opera. To train his eyesight, he watched the pigeons fly far into the distance every day." Analyze the process of drawing a conclusion: "What we read is that Mei watched the pigeons fly far into the distance every day. What we know is that he became a famous Peking opera artist later. So we can conclude that he had no eyesight problem later and the training was helpful." Let students practice in pairs. Give them a similar text about an athlete training hard and ask them to draw a conclusion. Walk around the classroom to offer guidance. More Examples Present more texts about Mei Lanfang or Qi Baishi. For example, "Mei had great difficulty in remembering the lines of Peking opera. He had to get up very early every day and practice the lines again and again." Let students complete the steps of drawing conclusions by themselves: write down what they read, what they know, and then draw a conclusion. Ask students to share their conclusions with the class. Discuss and evaluate their answers. D. Practice and Consolidation (8 minutes) Activity 2 in the textbook - Read the text and complete the detail classification chart about what music can bring us. Let students do it individually first, and then check the answers with their partners. Activity 3 in the textbook - Read the text about Qi Baishi. Underline the sentence that helps draw a conclusion, and then complete the other two steps. Walk around to help students who have difficulties. E. Summary and Homework (2 minutes) Summary Summarize the key points of this class with students: the classification of musical instruments, the functions of music, and the reading strategy of drawing conclusions. Ask students to recall the new words and phrases learned in class. Homework Ask students to write a short passage about their favorite musical instrument or an artist they admire. They should include at least three key sentences learned in class. Encourage students to search for more information about an art form they are interested in and share it in the next class. 教学反思 After this class, students showed a relatively high level of interest in the topic of art, especially when discussing the functions of music and the stories of famous artists. Most students actively participated in class activities, such as pair work and group discussions, which effectively trained their oral English skills. However, some students still had difficulties in applying the reading strategy of drawing conclusions. They found it hard to combine the information in the text with their prior knowledge accurately. In future teaching, more examples and practice exercises should be provided to strengthen this skill. Also, when presenting new vocabulary, some students might need more time to absorb and understand the words. Maybe more vivid explanations and real - life examples could be used to help them better remember the words. Overall, this class laid a good foundation for students to further explore the world of art, but there is still room for improvement in teaching methods and content delivery. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$